Dalkeith High School Learning and Teaching Policy
Dalkeith High School Learning and Teaching Policy
In Dalkeith High School, we are committed to offering excellent learning
experiences that are relevant, challenging and enjoyable. Working to implement the
Curriculum for Excellence means that what happens in the classroom is only one
part of learners’ experiences in our school, but is crucial in determining the
achievement and attainment rates of our learners. Our school motto, ‘Labor Vincit’
(hard work prevails) is as relevant as ever in the 21st century. In Dalkeith High
School, learners are encouraged to feel responsible for their own learning across a
variety of subjects and activities.
Learning and Teaching takes place in the following curricular areas:
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Expressive Arts (Art, Drama, Music)
Health and Wellbeing (Home Economics and Physical Education)
Languages (English and Modern Languages)
Mathematics
Religious and Moral Education
Sciences (Biology, Chemistry, Physics)
Social Subjects (Business Education, Geography, History, Modern Studies,
RME)
Technologies (Computing Science, Design and Manufacture, Engineering
Science, Graphic Communication)
Learners should also experience a degree of personalisation and choice within
their studies, building skills in contexts specific to their interests and aptitudes.
In addition to discrete subjects, there are three areas in learning for which all
teachers are responsible, and which feature in all subject areas:
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Literacy
Numeracy
Health and wellbeing
The following themes across learning are also found across a number of subjects:
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Learning for Sustainability (e.g. Horticulture project at Vogrie County Park,
Support for Learning work in the garden)
Global citizenship (e.g. History Lessons from Auschwitz project, Geography
Fair Trade work)
Enterprise (e.g. Business Education Christmas decorations, Support for
Learning plant sales)
As well as taking part in subject specific work, our learners also engage in
interdisciplinary learning- learning experiences based on groupings of experiences
and outcomes from within and across curriculum areas. For example, during this
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Dalkeith High School Learning and Teaching Policy
session’s Global Citizenship week, Art focused on primate behaviour , Science
focused on the HIV and AIDS viruses and Drama explored bullying and
discrimination. Further work based on the cultural context behind the School Show,
Hairspray, will also be undertaken across subjects and faculties in 2016.
Effective interdisciplinary learning:
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Can take the form of individual one-off projects or longer courses of study
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Is planned around clear purposes
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Is based upon experiences and outcomes drawn from different curriculum
areas or subjects within them
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Ensures progression in skills and in knowledge and understanding
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Can provide opportunities for mixed-stage learning which is interest-based
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Is embedded in the day to day work of the school
What do we mean by excellent learning experiences?
The following types of learning can apply to all subjects and all stages of secondary
education, though the focus on each will vary between different curricular areas.
Below are just a few examples of day to day learning:
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Active learning: activities which engage learners and challenge thinking using
real-life and imaginary situations (e.g. in Drama, using role-play to investigate
a variety of social issues; in Physics, building working circuits)
Co-operative and collaborative learning: giving learners the opportunities to
think and talk together (e.g. in History, learners working together to gather
information from a range of sources; in Music, learners working as a team to
create their own radio stations)
Creativity: Developing higher order thinking skills in learners to enable them to
apply learning and experiences to a range of different contexts (e.g. in Maths,
learners solving real world problems using previously taught theory; in Modern
Languages, applying existing knowledge of language structures to new topics)
ICT in education: promoting digital literacy, not as an add-on, but as a new
way of thinking about learning (e.g. in PE, using iPads to self-evaluate
performance; in RME, learners making videos to support Youth Philanthropy
Initiative)
Outdoor learning: using both outdoor environments and those further afield to
inspire learners (e.g. in Horticulture, engaging learners in working in the local
environment; the S1 and S2 Outdoor education days)
At Dalkeith High School, we evaluate learning on an ongoing basis. This happens
through learning visits involving both teachers and the Parent Council, and through
engagement with Pupil Voice groups. The following ideas were generated by pupil
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Dalkeith High School Learning and Teaching Policy
focus groups of learners from both Broad General Education (S1-S3) and the Senior
Phase (S4-S6).
What do we mean by excellent learners?
Excellent learners are those who:
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Are enthusiastic, motivated and engaged with a strong work ethic
Have a mature and responsible attitude towards learning and can work
independently
Know what they are learning, why they are learning it, and how to meet the
standards expected of them
Have regular discussions with their teachers about the learning, with
conversations that focus both on current strengths and next steps
Are able to talk about the skills applied in their learning across the
curriculum
Engage in self and peer assessment and are able to give and take on board
constructive criticism
What do we mean by excellent teaching?
Excellent teaching happens when:
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Teachers and learners work together on a shared goal
The skills, interests and prior knowledge of learners are taken into
account
Lessons don’t rely too much on ‘teacher talk’ and let learners lead the way
whenever possible
Plans adapt and respond to the skills and development needs of all of the
learners in each class
The pace of learning is appropriate and tasks are differentiated as
required
There are high aspirations in place and a belief in the importance of ‘growth
mindsets’- every learner has the potential to keep getting better at learning
Dalkeith High School’s learning and teaching approaches reflect the principles of
Visible Learning, a Midlothian priority across the early years, primary and secondary
sectors. Further information on this can be found at www.visible-learning.org
We have high aspirations for our learners and aim to work in partnership with
parents/carers to both inspire and support our young people.
Further information about learning in Curriculum for Excellence can be found at
www.educationscotland.gov.uk
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